دانلود رایگان مقاله آموزش مخاطبان پایه: شناسایی Burke در فیس بوک و ترکیب

Abstract

More college students than ever are participating in social networking sites such as Facebook and are engaged in composing messages to their virtual audience through these sites. Composition scholars have continued to stress the potential these sites have in their use in composition and analysis. Many have responded to this call in expanding the pedagogy about Facebook's uses in composition, but more research is needed regarding the theory of “transfer” to use students’ previous experience and prior knowledge with audience in social media to help them learn audience awareness in academic writing. Therefore, because Facebook and other social media sites demonstrate so much user generated text that students are familiar with, students can transfer their prior knowledge with audience awareness and appeal on social media to formal and academic writing. Facebook users consciously or unconsciously appeal to a specific audience, their friends. Rhetorician Kenneth Burke described this interaction as identification. He described how individuals will persuade their audience by “identifying” with them in certain ways. I claim Facebook can be used in composition to accomplish “high road” transfer with what students already know about friends and user profiles to teach them about audience awareness and appeal through Burke's identification theory. By implementing strategies of Kenneth Burke's rhetorical identification, students can better understand, analyze, and appeal to their potential audiences in both their social networking, in their academic writing, and in their everyday communication.

5. Conclusions and further research

As I scroll through the posts and comments made by my Facebook friends, I like to imagine myself chatting with them over the rhetorical choices they have made. The complexity of their identifications astounds me. When I talk to my students over their social media uses, the rhetoric of their communication stands out as fertile grounds for research in its application to composition. More inquiry must be done to analyze the utility of these social networking sites. Gina Maranto and Matt Barton (2010) explained, “As rhetoricians, we cannot afford to ignore the opportunities for learning, for social and political engagement, that online networking affords.” They continued, “For [information specialists, linguists, librarians, compositionists, rhetoricians, and others], technologiessuch as Facebook and Myspace are seen as not only essential but almost inevitable for 21st century education.” These and many other scholars have reinforced the idea that digital rhetoric and technology are influential for pedagogy, and as a major part of those areas, social networking sites like Facebook are crucial to the field of composition research. These technologies need to be addressed because they are the way of the future. Teachers need to converge with students in the realms of composition that those students are already engaged in. By following the principles I have discussed in this paper, teachers will connect and even learn from their own students in allowing them to discover and apply the principle of identification.